Virtual reality training system for maintenance and operation of high-voltage overhead power lines

Garcia, Andres Ayala; Bobadilla, Israel Galván; Figueroa, Gustavo; Ramírez, Miguel Pérez; Román, Javier Muñoz

doi:10.1007/s10055-015-0280-6

Cited by 92 publications

(15 citation statements)

References 36 publications

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“…It is worth mentioning here that the multidimensional model of Learning is rather a general model that in the near future might be formalized. Technology might provide the means to implement such model as is the case of both: a) the VR training systems already mentioned and that have proved to improve learning [16]; and b) research as the examples included in the section of related work.…”

Section: Discussionmentioning

confidence: 99%

Comprehensive Model for Learning

Hernández¹,

Ramírez²,

Ramirez³

et al. 2019

RCS

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In this paper we discuss about learning contexts and analyze different aspects or factors which intervene in specific learning processes, so that the learning goals can be achieved effectively. The personalized context and flexibility are characteristics own by personalized learning. However, this can be expensive and inaccessible in practice, but it is argued that technology could provide some support to this personalization of learning. Thus, a comprehensive model to learning is delineated here and some examples of dimension are detailed.

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Section: Discussionmentioning

confidence: 99%

Comprehensive Model for Learning

Hernández¹,

Ramírez²,

Ramirez³

et al. 2019

RCS

Self Cite

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“…However, VR can reduce the training cost on the actual machine platform via simulation of a virtual machine platform and environment, as well as reduce the risk associated with some furniture production processes, such as the spray painting and coating line, which emit odors and have toxic chemical compositions (Vempati et al, 2019). With VR training, the risk of occupational injury is eliminated (García et al, 2016). Table 6.…”

Section: Application Of Vr Technology In Furniture Woodworking Trainingmentioning

confidence: 99%

Applying virtual reality for learning woodworking in the vocational training of batch wood furniture production

Lee

2020

Interactive Learning Environments

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Taiwan's vocational wood-furniture schools still focus only on the traditional manual training strategy, and so students' knowledge of the furniture-manufacturing process is fragmented. Moreover, they possess limited manual skills without learning the workflows and strategies of furniture production, which is inadequate for satisfying the direct work demands of the furniture industry overseas. In response, through virtual reality (VR) technology, this study employed simulations of the furniture production lines in a large Vietnamese furniture-manufacturing factory, enabling students to experience and observe the manufacturing process of furniture production through VR to overcome the limitations in the present teaching environment. In doing so, we recruited 29 freshmen majoring in a furniture-and-woodworking program and divided them into an experimental group (N=15) and a control group (N=14). They were trained with actual furniture production-process cases according to the furniture mass-production process, including paper-based tests, equipment configuration re-draws and production planning table writing. The results showed that the students in the experimental VR-training group had superior judgment concerning the concept of batch furniture production line. This indicates that applying VR technology to the vocational training of batch furniture production effectively enhanced the students' familiarity of the fast and dynamic production situation of furniture production lines.

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“…A total of 31 skill sets across three different skill levels were taught using VR technologies. The virtual reality system proved to be very effective in facilitating the acquisition of the requisite skill sets by the workers, enabled their effective accreditation and provided considerable cost savings over more traditional methods of instruction (Garcia, Bodabilla, Figueroa, Ramírez, & Román, 2016).…”

Section: Vocational Educationmentioning

confidence: 99%

Using 3D Worlds in Prison: Driving, Learning and Escape

Farley

2018

JVWR

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Affordable hardware and increased processing power have resulted in a surge in the number and adoption of virtual reality applications and immersive virtual environments. These applications are able to immerse the user in an environment other than that of their immediate geographical location. The one population that is unable to move even within their own geographical location are prisoners. Prisoners are secluded away from the general population, unable to travel, attend education beyond the prison walls or interact with a wide variety of people. At least to a certain extent, these constraints are able to be overcome with the use of virtual reality and immersive virtual environments.This paper briefly examines the constraints experienced by prisoners and the technical limitations of the prison environment. It explores the very few cases where these technologies are already used within the prison setting. A number of potential uses for virtual reality within prisons are proposed, including the justification for these approaches and a description of how these technologies are being used outside of the prison setting.

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Virtual reality training system for maintenance and operation of high-voltage overhead power lines

Cited by 92 publications

References 36 publications

Comprehensive Model for Learning

Comprehensive Model for Learning

Applying virtual reality for learning woodworking in the vocational training of batch wood furniture production

Using 3D Worlds in Prison: Driving, Learning and Escape

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